https://ar.iub.edu.bd/handle/11348/1236 2026-06-27T09:24:36Z 2026-06-27T09:24:36Z Nuzhat, Nabila https://ar.iub.edu.bd/handle/11348/1247 2026-06-17T13:02:08Z 2025-12-01T00:00:00Z

Integrating JEDI principles in ELT materials: a critical analysis of inclusivity in textbooks used in Bangladesh Nuzhat, Nabila This study critically examines the integration of Justice, Equity, Diversity, and Inclusion (JEDI) principles in English Language Teaching (ELT) textbooks used in Bangladesh. Through a convergent methods approach combining critical content analysis of three widely-used textbooks and a survey of 22 undergraduate students, this research investigates the extent to which current ELT materials embody inclusive practices and represent diverse Bangladeshi identities. The analysis reveals significant gaps in representation across eight dimensions: gender, socioeconomic class, ethnicity, disability, regional diversity, cultural diversity, religion, and social justice themes. Survey findings indicate that while students acknowledge some diversity efforts, substantial proportions report feeling disconnected from textbook content, particularly students from rural backgrounds and marginalized communities. The study demonstrates that current materials predominantly center urban, middle-class, able-bodied Bengali experiences, thereby perpetuating systemic inequalities and limiting the transformative potential of English education. Grounded in Critical Pedagogy and informed by contemporary JEDI frameworks, this research offers evidence based recommendations for curriculum developers, material writers, and policymakers to create more equitable and humanizing ELT resources that validate all learners' identities and experiences. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2025.

2025-12-01T00:00:00Z Tasnim, Zarin https://ar.iub.edu.bd/handle/11348/1246 2026-06-17T12:51:53Z 2025-12-01T00:00:00Z

The use of podcast to improve speaking competence of EFL learners Tasnim, Zarin This study investigates the use of podcasts as a tool for improving the speaking competence of Bangladeshi undergraduate EFL learners. Although podcasts are increasingly used in global language-learning contexts, their role in enhancing speaking-related skills in Bangladeshi universities remains underexplored. Using a convergent mixed-methods design, the study collected quantitative data from a Google Form survey completed by 24 undergraduate students and qualitative data from semi-structured interviews with 4 participants. The survey measured learners’ perceptions of podcasts in relation to vocabulary development, pronunciation, listening comprehension, speaking confidence and overall enjoyment, while the interviews provided deeper insights into learners’ experiences and challenges. The findings indicate that learners hold highly positive perceptions of podcast-based learning. Most participants reported that podcasts support vocabulary learning, improve understanding of different accents and help them follow the main ideas of spoken texts. Students also described increased motivation and greater willingness to speak English after listening to authentic speech samples. Pronunciation improvement and reduced speaking anxiety were also noted, though these varied depending on learners’ listening habits and strategies. Qualitative data further revealed that learners commonly replay difficult segments, imitate speakers, and take notes, suggesting that podcasts promote autonomous learning practices. Challenges included fast speech, unfamiliar vocabulary, and occasional technical limitations. Overall, the study concludes that podcasts are an effective supplementary tool for developing speaking competence by enhancing vocabulary acquisition, listening comprehension, pronunciation awareness, and speaking confidence. The findings highlight the potential for integrating podcasts into EFL speaking and listening courses in Bangladesh and suggest the need for further research on classroom-based implementation and long-term skill development. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2025.

2025-12-01T00:00:00Z Sharoni, Noushin Anjum https://ar.iub.edu.bd/handle/11348/1243 2026-06-16T10:50:12Z 2025-12-01T00:00:00Z

Exploring EFL learners’ coping strategies during speaking development Sharoni, Noushin Anjum This research examines how EFL students at the tertiary level experience anxiety while speaking and how various affective factors contribute to students' oral performance. This research indicates that the majority of students’ experience fear of making mistakes, negative judgments from peers, and small vocabulary sizes, and that these affect students’ confidence during spontaneous speaking experiences. However, the study showed that providing structured speaking activities, giving students positive feedback from their teachers, and using familiar listening material may lessen anxiety and allow more students to actively participate in speaking. The present study is consistent with other prior research that indicates that the presence of an unnecessarily high level of difficulty may have a significant impact on the communicative performance of EFL learners in an increasingly global world. It appears that an anxiety-sensitive approach to the teaching of speaking in the EFL classroom could be an effective way to create a stimulating classroom atmosphere while also providing students with less stressful chances to develop their speaking ability. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2025.

2025-12-01T00:00:00Z Sultana, Tahmina https://ar.iub.edu.bd/handle/11348/1242 2026-06-16T09:49:15Z 2025-12-01T00:00:00Z

Family language practices and their influence on English learning among Bangladeshi children: outcomes and obstacles Sultana, Tahmina This thesis examines how family language practices shape Bangladeshi children’s English learning experiences. Recognizing that home is the foundation of early language development, the study explores how everyday interactions, parental attitudes, literacy practices, and exposure to English within the family influence children’s confidence and engagement with the language. At the same time, it highlights challenges such as limited parental proficiency, resource constraints, and concerns about maintaining Bangla identity. Using a mixed-methods design, the study collected data from 18 parents through a survey and conducted detailed observations, semi-structured interviews, and a focus group discussion with eight selected families. Findings reveal four distinct orientations toward family language use: Bangla-dominant, aspirational but under-supported bilingual, functional bilingual, and English-dominant bilingual homes. These orientations shape children’s opportunities to practice English, their comfort with bilingualism, and the emotional dynamics surrounding language use. Overall, the study shows that while parents strongly value English for academic and professional reasons, Bangla remains central to cultural and emotional life. The most effective outcomes emerge in families that intentionally balance both languages through meaningful practices. The study concludes by discussing implications for families, schools, and future research on bilingual development in Bangladesh. This thesis is submitted in partial fulfilment of the requirements for the degree of Bachelor of Arts (BA) in English Language Teaching (ELT), 2025.

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